This research is a study into educational potential of digital storytelling (DST), a participatory narrative approach, to promote learning practices that are consistent with critical and liberatory ethos of community adult education. Qualitative participatory research in the format of digital storytelling workshops was conducted with six practitioners who work or volunteer in adult and community education context. My research argues that digital storytelling, as multimodal visual method, has an enormous potential to instil and promote participatory co-learning and the ethos of critical pedagogy, in this inclusive and diverse context. My findings support the argument of appropriateness and potential of narrative pedagogy for adult learning. They contend that narrative and visual methods feature prominently in the teaching arsenal of the community education practitioners. This research also demonstrates the untapped potential of digital resources and urgency to approach the use of learning technologies in this context in a critical and creative manner. This study outlines the findings that indicate that the multimodal and dialogical character of digital storytelling has the potential to enhance learning processes and instil deep personal growth that facilitates reflective practice and an increase in self-esteem. Digital storytelling also facilitates participatory research methodology, grounded in critical theory and humanistic learning, that fosters mutual learning and partnership. Finally, this research reinstates the contested nature of adult community education, admirable resourcefulness and creativity of community education practitioners confronted with continuous lack of recognition and support for the sector.